Curious Curiehttps://www.curiouscurie.conceptbasedteacher.com
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1 https://wordpress.org/?v=5.2.3Infographics explain solubilityhttps://www.curiouscurie.conceptbasedteacher.com/2016/01/03/using-an-infographic-to-explain-solubility/
https://www.curiouscurie.conceptbasedteacher.com/2016/01/03/using-an-infographic-to-explain-solubility/#respondSun, 03 Jan 2016 09:01:22 +0000http://www.curiouscurie.com/?p=875We live in the age of infographics. My students love them and so do I because if well designed they have the power to simplify a complicated subject, plus they can make learning captivating.

My favorite Chemistry infographics are from Compound Interest. They provide excellent examples of mentor texts if students are going to create their own.

Communication is one of the IB’s approaches to learning and creating an infographic is a good way to assess communication skills. Modelling diagrammatically the dissolving process seemed like a good entry point to me and so I thought I could have the students create their own infographic as a formative assessment for Topic 4.4 Solubility. To be able to communicate their ideas they also need to have a good understanding of the physical factors that affect the solubility of different substances and be able to apply this when creating the infographic.

Topic 4.4 Solubility

Essential idea: The physical properties of substances result from the intramolecular and intermolecular forces between their atoms, ions and molecules.

TOK connection: A model can be thought of as a simplified representation of the real world.

Understandings: Students should know that

Intermolecular forces are found between molecules and include London (dispersion forces), dipole-dipole forces and hydrogen bonding.

The relative strength of these interactions are London dispersion forces < dipole-dipole forces < hydrogen bonds.

Intramolecular forces are found between the atoms and ions in a compound. The three types of intermolecular forces are covalent bonds, ionic bonds and metallic bonds.

Applications: Students should be able to

Deduce the types of intermolecular forces present in covalent molecules, based on their structures and chemical formula.

Explain the reason for the differences in the solubility of covalent molecules in terms of their structure and intermolecular forces.

Task

Students instructions

Create an infographic a visual representation of the information using labeled diagrams to model solubility at a molecular level. Choose one example from model 1 and 2 and one from model 3 and 4.

Model 1 – Potassium chloride is soluble in water.

Model 2 – Calcium oxide CaO is insoluble in water.

Model 3 – Carbon tetrachloride, CCl4, is insoluble in water.

Model 4 – Methanol, CH3OH is soluble in water.

Infographic Guidelines

For simple covalent molecules, showing two molecules is sufficient. For giant structures, show sufficient atoms to clearly represent the repeating structure.

Support your model with a clear but brief account of the reasons why the solute is soluble / insoluble in the solvent.

Evaluation using a TOK lens

A model can be thought of as a simplified representation of the real world. To what extent do the diagrammatic models you have drawn help or hinder your understanding of solubility?

Student work

]]>https://www.curiouscurie.conceptbasedteacher.com/2016/01/03/using-an-infographic-to-explain-solubility/feed/0Teaching approaches to learning (ATL) using Alloyshttps://www.curiouscurie.conceptbasedteacher.com/2016/01/03/teaching-approaches-to-learning-atl/
https://www.curiouscurie.conceptbasedteacher.com/2016/01/03/teaching-approaches-to-learning-atl/#respondSun, 03 Jan 2016 07:40:18 +0000http://www.curiouscurie.com/?p=853Encouraging students to view learning as something that they “do for themselves in a proactive way, rather than as a covert event that happens to them in reaction to teaching” (Zimmerman 2000: 65) is an important part of developing their approach to learning (ATL) skills. In the DP, as well as in the Primary Years Programme (PYP) and Middle Years Programme (MYP), the ATL’s are grouped into five categories.

http://cfnewsads.thomasnet.com/images/cmsimage/image/steel-bolts.JPG

Thinking skills

Communication skills

Social skills

Self management skills

Research skills

Approach to teaching ATL’s

This approach to teaching uses section 4.5 of the IB Chemistry Guide and relates to the chemistry of alloys. It focuses on assessing a students knowledge and understanding of alloys and their communication skills and research skills. Because research skills were being taught I saw this as an excellent opportunity for me to co-teach and co-assess with our librarian. On the marked paper you will see two sets on annotations, one set from me and one set from Bonnie (the librarian).

Assessment Task

Student information

4.5 Alloys

This task assesses your knowledge and understanding of alloys and your communication and research skills.

According to the National Science Education Standards (2006) “In a world filled with the products of scientific inquiry, scientific literacy has become a necessity for everyone. Everyone needs to use scientific information to make choices that arise every day. Scientific literacy also is of increasing importance in the workplace. More and more jobs demand advanced skills, requiring that people be able to learn, reason, think creatively, make decisions, and solve problems. An understanding of science and the processes of science contributes in an essential way to these skills.”

Alloys contain more than one metal and have enhanced properties. Choose an alloy that interests you and write an article for the scientifically literate members of the public.

The article needs to communicate your knowledge and understanding of the following

Description of the chemical structure and bonding of the alloy.

Explain how a specific enhanced property(s) of the alloy arises from its structure and bonding. The focus here should be on how the alloy has advanced properties and uses when compared with the component metals.

Discuss why you choose this alloy to research? Why is this alloy significant?

Demonstrate personal significance, interest or curiosity evidenced by a sense of enthusiasm / authenticity / interest / curiosity in the way you set the paper in a relevant real life context, or the reason why you settled on writing about this particular alloy.

You will be consulting secondary sources because they provide appropriate information for this type of paper (but don’t let that stop you from finding primary sources). It is important that you evaluate their reliability since these sources get their information from somewhere else. Only reliable secondary sources should be cited in your article. Choose two sources used in your article and evaluate them using Who, What, When, Where & Why. (Note: Sources that you consult for background information but do not use in your paper do not need to be acknowledged in the article).

Think about how you will communicate your understanding. Does the introduction outline the topic, and its significance (why is it worth knowing about this alloy). This is the hook that will keep people reading. Each paragraph needs to introduce the main point, have evidence to supports the point and have a closing or transition. The conclusion should leave the reader with something to think about. This could be the implication of knowing this? The so what?

The article should be a maximum of two A4 sides (excluding the works cited list but excluding the source evaluation), and double-spaced. The sources need to be acknowledged using MLA formatting.

The 5 W’s of source evaluation

Who is the author? Do the author/s have an educational background or professional experience in the area OR is the organization run by qualified experts?

What is this source about? What specific information does it provide?

When was this source produced / last updated? Is the information is sufficiently current?

Where does this source get its information?

Why have you chosen to you this source?

Command terms

Describe – Give a detailed account

Explain – The detailed account includes the reasons or causes.

Discuss – Offer a balanced review that is supported by appropriate evidence

Demonstrate – Make clear by reasoning or evidence, illustrating with examples or practical application / experience.

Evaluate – Weigh up the strengths and limitations

Assessment Criteria

Criterion

1

2 – 3

4 – 5

6 – 7

Exploration

Little or no attempt is made to set the article into context or explain the significance of the alloy.

Some attempt is made to set the article into context.

There is some attempt to explain the significance of the alloy.

The context of the article is clearly demonstrated. The significance of the alloy is clear.

The context of the article is clearly demonstrated. The chemical significance of the alloy is clear. The article shows evidence of personal interest, curiosity or independent thinking.

Knowledge and understanding

The article demonstrates no knowledge or understanding.

The article demonstrates some knowledge but little understanding.

The essay demonstrates an adequate knowledge and some understanding.

The essay demonstrates a good knowledge and understanding of the composition, structure, physical properties of the alloy and how the properties of the component metals are enhanced by alloy formation.

Communication: Structure and clarity

There is no attempt to present the ideas in a logical and coherent manner.

There is a limited attempt to present ideas in a logical and coherent manner.

There is some attempt to present the ideas in a logical and coherent manner, but this is only partially successful.

Ideas are presented clearly and in a logical and coherent manner.

Communication: Use of scientific language

The language used is inaccurate and unclear.

Science terms and concepts are not used correctly.

Scientific language used to present the information and discussion is not always clear.

The use of scientific terms and concepts is only partially accurate.

Scientific language is for the most part used clearly to present the information and discussion.

The use of terms and concepts is accurate, although there may be minor lapses.

Scientific language is used clearly to present the information and discussion.

Scientific terms and concepts are used accurately, with skill and understanding.

Communication: Presentation

The presentation does not meet the standard because no sources have been consulted, acknowledged or evaluated or the article exceeds two pages. The paper does not meet academic honesty standards

There are gaps and omissions in referencing, which means that some sources of information are not traceable. The paper does not meet the IB standard for academic honesty in research and writing.

There is an appropriately presented works cited list and in-text citations, although there may be some lapses.

There is an appropriately presented works cited list and in-text citations. The article does not exceed two pages.

International Baccalaureate Online Curriculum Center (2015). Approaches to teaching and learning. International

Baccalaureate Organization. Web.

United States. National Committee on Science Education Standards and Assessment;

National Research Council. National Science Education standards.1996. Print.

]]>https://www.curiouscurie.conceptbasedteacher.com/2016/01/03/teaching-approaches-to-learning-atl/feed/0Communication as an approach to learning (ATL)https://www.curiouscurie.conceptbasedteacher.com/2015/12/29/communication-as-an-approach-to-learning/
https://www.curiouscurie.conceptbasedteacher.com/2015/12/29/communication-as-an-approach-to-learning/#respondTue, 29 Dec 2015 20:03:38 +0000http://www.curiouscurie.com/?p=810Communication is an important approach to learning because being able to communicate your understanding well is important for success in all academic disciplines. Being able to master the “explain” command term in science demonstrates conceptual understanding and demonstrates advanced critical thinking.

This approach to teaching section 3.1 of the IB Chemistry syllabus uses sentence frames to help focus explanation writing. The lesson uses the following scaffold.

Goals

Objectives. Written using command terms (actions / verbs)

Important understandings

Definition of key terms

Identifications of the characteristics of a strong explanation

The sentence frames. Setting up the explanation.

Evaluation of mentor text examples. Class discussion

The task

Standards based assessment of communication

Goal

Students need to know that vertical and horizontal trends in the periodic table exist for atomic radius, ionic radius, ionization energy, electron affinity and electronegativity and that there are discontinuities in the increase across a period for first ionisation energy.

Objectives

Students should be able to explain the physical properties of an element based on its position in the periodic table.

Understandings

Every substance has a set of properties; unique traits or characteristics, which are used to identify it, like a fingerprint. With today’s rapid advances in technology new substances are continually being synthesized and discovered so understanding the unique properties of a substance helps chemists recognize it when it appears in a new place, identify its structure and bonding and group it with other similar substances.

The periodic table is one of a chemist’s most useful tools because it can be used to describe and explain the patterns in the properties of elements. First ionization energy, atomic radii, ionic radii, electronegativity and melting point are examples of physical properties that experience periodicity, a repeating pattern or trend on the periodic table.

A physical property is a characteristic that does not change the chemical composition of the substance. The factors affecting the periodic trends in physical properties are

Nuclear charge

Relative sharing

Distance

Number of shells

Electron-electron repulsion

Core charge / shielding

They give rise to the following assumptions:

As the distance between the positive protons in nucleus and the outer shell electrons increases the electrostatic attraction between them decreases.

As the nuclear charge increases, the attractive force between the protons and the electrons increases.

The outer-shell electrons are ‘shielded’ from the full nuclear charge of the protons by the inner-shell electrons.

The core charge, the real nuclear charge / attraction felt by the outer-shell electrons is the nuclear charge minus the number of inner shell electrons.

As the charge on an ion increases the electrostatic attraction between the protons in the nucleus and the outer shell electrons increases

Electrons in a shell repel each other.

Two main factors determine how tightly an outer-shell electron is held. The force of electrostatic attraction between the positive protons in nucleus and the electron is directly related to their charges and inversely related to the distance between them. As the size of atoms increases, the attractive force on the outer-shell electron decreases. As the nuclear charge increases, the attractive force increases. There is, however, a complication. The outer-shell electrons are ‘shielded’ from the full nuclear charge by the inner-shell electrons. The concept of core charge is used to allow for this shielding. The effective nuclear charge felt by the outer-shell electrons, the core charge, may be found by subtracting the number of inner-shell electrons from the nuclear charge. For example within group 1:

The core charge remains constant within a group. This means that within a group, the only factor affecting the electrostatic attraction between outer-shell electrons and the nucleus is the distance of the outer-shell from the nucleus. As the atomic number increases within a group (going down the group), the attractive force between the nucleus and the outer-shell electrons decreases.

Definition of key terms

First ionization energy is defined as the energy required to remove the first outer or valence shell electron from an atom in its gaseous state. The first ionization energy of sodium can be represented by the equation

Atomic radii is the distance from the nucleus to the electrons in the outer shell. The atomic radius is measured by taking half the distance between the nuclei of two bonded atoms.

Ionic radii is the distance from the nucleus to the electrons in the outer shell. The ionic radius is measured by taking half the distance between the nuclei of two bonded atoms

Electronegativity is the relative measure of an atoms ability to attract a shared pair of electrons in a bond.

Electron affinity is the energy released when one mole of gaseous non-metal atoms gains one mole of electrons to form a negatively charged ion.

Characteristics of communicating a strong explanation

Use of subject specific terminology

Chemistry terms are used correctly, the language is detailed and the voice is objective and not open to interpretation.

Relevance and conciseness

The response is focused (statements are well clarified and not generalized), easy to follow from beginning to end, concise, and does not repeat ideas

Clarity

Diagrams and symbols are used to electron configuration are used to enhance interpretation (e.g. electron configurations, orbital diagrams).

Sentences starters and connectors are used effectively.

A strong explanation has two parts:

The set-up or description of the trend / property followed by an explanation / reason for the trend.

Question starters for describing a physical property or trend. For example:

The trend in … increase / decreases across / down …

… is larger / smaller than …

Question starters for explaining a physical property or trend. For example:

This is because ….

The reason for this is …

Sentences connectors to help connect the description to the explanation. For example

Evaluation of mentor texts

Question. Explain why the magnesium ion is smaller than the magnesium atom

Mentor text 1

The magnesium ion is smaller than the magnesium atom. This is because when the magnesium loses electrons it forms an ion and loses the 4s2 ones. After they are lost, the magnesium ion has only three layers, rather than 4, so the radius is smaller.

Mentor text 2

The magnesium ion is smaller than the magnesium atom. This is because the magnesium ion has lost its two outer shell electrons and now has two shells occupied compared to the three occupied shells by the magnesium atom. As a result it decreases the radius of the magnesium ion. Therefore the net attractive force experienced by magnesium is greater (12p attracting 10e) decreasing the radius of the ion.

To what extent do mentor texts 1 and 2 meet the standard for communication with regard to the use of the correct language and terms, conciseness and clarity? What makes you say this?

The Task

Explain the following trend in physical properties

Atomic radius across the third period and down group 1 and 17

Ionic radius across the third period and down group 1 and 17

Electronegativity across the third period and down group 1 and 17

First ionization energy across the third period and down group 1 and 17. Across the third period there are discontinuities in first ionization energy between Mg and Al and P and S.

Electron affinity across the third period and down group 1 and 17

Standards based assessment of communication

Aspect

7 – 6

Exemplary

5 – 4

Meets the standard

3 – 2

Approaching the standard

1

Does not meet the standard

Subject specific terminology

The use of subject specific terminology is always appropriate and correct. Any errors do not hamper understanding.

The use of subject specific terminology is mostly appropriate and correct.

There are errors in the use of subject specific terms.

There are many errors in the use of subject specific terminology and they considerably hamper understanding.

Relevance and conciseness

The report is relevant and concise thereby facilitating a ready understanding of the question.

The report facilitates an understanding of the question.

The understanding of is obscured.

The response can’t be understood.

Structure and clarity

The response is well structured and clear and presented in a coherent way.

The response is structured and clear.

The response is not well structured and is unclear.

The response is presented in an incoherent or disorganized way.

]]>https://www.curiouscurie.conceptbasedteacher.com/2015/12/29/communication-as-an-approach-to-learning/feed/0International mindededness – the story of ozonehttps://www.curiouscurie.conceptbasedteacher.com/2015/02/15/international-mindededness-the-story-of-ozone/
https://www.curiouscurie.conceptbasedteacher.com/2015/02/15/international-mindededness-the-story-of-ozone/#respondSun, 15 Feb 2015 08:56:33 +0000http://www.curiouscurie.com/?p=775One strength of the IB Chemistry syllabus is the environment theme that runs through each topic. This provides a rich opportunity for contexualising important understanding through connections to the nature of science, international mindedness, and real life applications.

Topic 14.1 Chemical bonding and structure provides a context for thinking about international mindedness through the story of ozone and for thinking about

How ozone depletion has changed over time?

What we have done as a global community to reduce ozone depletion?

The extent to which ozone depletion is an example of both a both a success and a failure for solving an international concern.

The global impact of ozone depletion

On Friday we were finishing up Chemical Bonding and for our last lesson we spent 40 minutes having a discussion about ozone depletion from the perspectives of nature of science and international mindedness. I have to say I was impressed with the discussion, so I thought I would share the lesson and what my students were thinking

]]>https://www.curiouscurie.conceptbasedteacher.com/2015/02/15/international-mindededness-the-story-of-ozone/feed/0A teachable momenthttps://www.curiouscurie.conceptbasedteacher.com/2014/11/05/a-teachable-moment/
https://www.curiouscurie.conceptbasedteacher.com/2014/11/05/a-teachable-moment/#respondWed, 05 Nov 2014 06:46:20 +0000http://www.curiouscurie.com/?p=740The crash of both the Virgin Galactic space craft during a trial flight and the crash of the unmanned rocket that was to resupply the International Space Station last week provided a teachable moment during a stoichiometry lesson and authentic connections to the nature of science, international mindedness and ToK thinking.

To what extent is international communication and collaboration between scientists important and what are the implications when the language used by scientists varies.

Ludwig Wittgenstein said “The limits of my language stand for the limits of my world”. Discuss with respect to the language used by scientists and IB Chemistry students.

The open ended nature of the prompts and the authentic context provided an opportunity for thinking that resulted in a rich and intellectually engaging discussion. One of the discussion points centered on the problems with communication between scientists working on international teams and the important role of organizations likes IUPAC and ISO in providing a common language for communicating concepts, terms and conventions.

“As a result of collaboration between seven international, including IUPAC, the International Standards Organization (ISO) published the Guide to the Expression of Uncertainty in Measurement in 1995. This has been widely adopted in most countries and has been translated into several different languages.” (IBO, Chemistry Guide p.72)

IB Approaches to Teaching

Conceptually focused, collaborative, contextualized.

IB Approaches to Learning

Thinking skills

Theory of Knowledge

How knowledge is constructed in the academic discipline of science, and how it is critically examined.Responding to knowledge questionsLanguage as a way of knowing. How language is used to produce scientific knowledge. How language is used to communicate key concepts, terms and conventions.

I use this activity as a formative assessment to help guide further teaching and learning. I assign a different problem to each pair of students and have them work collaboratively to communicate their problem solving process. They then swap solutions and do a peer assessment.

What struck them about the problem solving process?

A clearly laid out process helps reveal errors in reasoning.

There can be more than one ways to approach a problem and this is OK as long as the reasoning used is sound.

But more importantly they come to understand that

Showing the problem solving process is more important than just getting the answer because revealing your thinking in this way can be used to guide future learning.

IB Links

NOTES

Chemistry syllabus & cross curricular links

1.2 The mole concept

Understandings, applications & skills

Essential idea The mole makes it possible to correlate the number of particles with the mass that can be measured.UnderstandingsStudents should know that

Molar mass (M) has the unit gmol-1

The number of significant figures in a result is based on the figures given in the data.

Applications and skillsStudents should be able to

Calculate the molar masses of molecules and formula units.

Solve problems involving the relationships between the amount of substance in moles and the mass in grams.

Learner Profile

Inquirers, Knowledgeable, Thinkers

IB Approaches to Teaching

Conceptually focused, Collaborative, Contextualized.

IB Approaches to Learning

Thinking skills, Communication skills

Assessment

Formative

]]>https://www.curiouscurie.conceptbasedteacher.com/2014/10/18/unpacking-the-problem-solving-process/feed/0Trends in ionization energyhttps://www.curiouscurie.conceptbasedteacher.com/2014/09/26/trends-in-ionization-energy/
https://www.curiouscurie.conceptbasedteacher.com/2014/09/26/trends-in-ionization-energy/#respondFri, 26 Sep 2014 05:39:56 +0000http://www.curiouscurie.com/?p=689Today my students created their own explanations for the trends and discontinuities in first ionisation energies across a period and down a group.

Using only the assumptions provided and the IB Chemistry data booklet each pair of students was assigned a trend to explain to the class. Students were encouraged to use Bohr diagrams and electrons configurations to support their explanations.

The Assumptions

If enough energy is absorbed by an electron it can leave the electron altogether n = 1 to n = infinity

The first ionization energy is the energy required to completely remove the first electron from an atom in its gaseous state. E.g K(g) → K+(g) + e– I.E = 419 kJmol-1

Valence electrons are the electrons found in the outer subshell of an atom. They are also called outer shell electrons.

During the first ionization the electrons are removed from the outermost or valence shell.

As the amount of energy needed to remove a valence electron increases the ionization energy increases.

An energetically stable atom will have subshells that are full or half full.

The attraction between the protons in the nucleus of an atom and the valence electrons increases when the number of protons increases.

The attraction between the positive protons and negative valence shell electrons decreases as the distance between them increases.

The inner energy levels shield the valence shell electrons from the protons in the nucleus decreasing the force of attraction between them.

Questions

Explain why the first ionization energies for the group 18 elements decrease down the group.

Explain why the first ionization energies for the group 1 elements decrease down the group.

Explain why the first ionization energies for the group 18 elements (He, Ne and Ar) are higher that the group 1 elements groups.

Explain why the first ionization energies of the elements of the third period (Na, Mg, Al, Si, P, Cl, Ar) have a general increasing trend.

Explain why the ionization energy of Al is lower than Mg.

Explain why S has a lower than expected first ionization energy than P.

CONNECTIONS

NOTES

Chemistry syllabus & cross curricular links

12.1

Prior knowledge

2.2. Evidence for the existence of electrons on energy levels provided by the emission spectrum of hydrogen was used as the basis of this new learning

Learner Profile

Thinkers, Communicators

Approach to Teaching

Inquiry based.

Approach to Learning

Thinking skills

Nature of Science (NOS)

Experimental evidence supports theories about the existence of electrons in energy levels (1.8)

Assessment

Formative

]]>https://www.curiouscurie.conceptbasedteacher.com/2014/09/26/trends-in-ionization-energy/feed/0Unpacking the mark schemehttps://www.curiouscurie.conceptbasedteacher.com/2014/09/01/unpacking-the-mark-scheme/
https://www.curiouscurie.conceptbasedteacher.com/2014/09/01/unpacking-the-mark-scheme/#respondMon, 01 Sep 2014 12:26:18 +0000http://www.curiouscurie.com/?p=656Knowing how to interpret a mark scheme and how to use it as a tool to help test taking is an important skill. Rather than telling the students the do’s and don’t, I used this think – see – wonder routine from the Visible Thinking Project to assist them in making their own careful observations and thoughtful interpretations. Their interpretations provide a rich context for the discussion that followed,

The students found this routine helpful because it provided a focus for thinking about why the mark scheme is the way it is. It also served as a motivator. My students always want to know how they can strengthen their performance!

After completing a set of past paper problems and marking their responses using the IB mark scheme my standard level students used the think – see – wonder routine as a reflective tool.

What do you notice or ‘see’? I see . . .

What does it make you think about? I think . . .

What are you wondering about? I wonder . . .

Students voices

I see . . . .

that the mark scheme uses specific scientific terminology relevant to the topic and its answers.

that the marks scheme is very precise at some points.

state symbols are needed.

subject specific terminology is essential.

I have redundant information in some of my answers.

that answers need to be worded in a specific way.

that they are key words that need to be included in an answer. They are underlined or in bold

I did not answer every part of a question

that I need to provide more detail in my answers

I think . . . .

that the wording of an answer is very important in order to gain full marks.

this year I will have a better understanding of what the exam questions will be like

I need a lot of practice with past paper questions

I need to answer clearly and be brief and to the point.

I need to keep in mind the number of points and the command terms

I understand the concepts well

I wonder . . .

whether the wording of the question is as important as the content.

how vital language is.

how I can get more comfortable with using specific terminology.

if in an exam paraphrases will be accepted and how close my answers have to be to the mark scheme.

if vague explanations might also earn points.

I wonder whether marks can be awarded for answers with different wording but the same idea

how I can make my answers more specific.

if identical ideas can be expressed differently

what is needed for full points

]]>https://www.curiouscurie.conceptbasedteacher.com/2014/09/01/unpacking-the-mark-scheme/feed/0Realms of influence and concernhttps://www.curiouscurie.conceptbasedteacher.com/2014/06/05/realms-of-influence-and-concern/
https://www.curiouscurie.conceptbasedteacher.com/2014/06/05/realms-of-influence-and-concern/#respondThu, 05 Jun 2014 05:07:48 +0000http://www.curiouscurie.com/?p=542Teacher feedback helps students reflect on their strengths and areas of growth. However, much deeper, more personal reflection and growth can occur if students are asked to identify their own areas of influence and concern.

There are always aspects of their learning that worry student’s, but there are also things that they can influence and have control over. Identifying them builds confidence by helping them see that they do have influence over their own learning, and areas of concern once identified can be addressed.

Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development (IBO, 2013)

Prior to starting the protocol the students had received written feedback on a practical investigation they had just completed.

Procedure

The students were asked to draw three concentric circles of increasing size.

In the smallest, central circle they placed themselves. They were then asked to imagine that their success lay outside all of the circles.

I then asked them to list some of the things were most concerned about, things about science report writing that worried them, that got in the way of them being successful. These “Realms of Concern” went into the outer ring.

They were then asked to think about the aspects of report writing that they did have influence over. These “Realms of Influence” went into the middle circle.

What were the students thinking – what were their realms of influence and concern

Afterwards, as a class we discussed

• What did you see? What stuck out? What was significant?

• What were the difference between the “concerns” list and the “influence” list?

• What does this mean for your work?

• How can you make your realm of Influence larger and realm of concern smaller?

]]>https://www.curiouscurie.conceptbasedteacher.com/2014/06/05/realms-of-influence-and-concern/feed/0Salthttps://www.curiouscurie.conceptbasedteacher.com/2014/05/05/salt/
https://www.curiouscurie.conceptbasedteacher.com/2014/05/05/salt/#respondMon, 05 May 2014 06:40:19 +0000http://www.curiouscurie.com/?p=571Don’t you just love it when Chemistry inspires poetry. Thank you Aditi!

do not fear the night
it is merely the rotation of the earth as
the sun goes out to work, he will return.

and there is light
the moon and the stars shine only to reassure you
they align and reflect in your milky eyes as
little silver linings to the rain clouds hiding between your tear ducts as you weep

tears composed of salt crystals and water travel down your cheekbones till they reach
the tip of your tongue, taste the salt. take everything with a pinch of salt.

the word ‘salary’ comes from the word salt, it is believed,
that roman soldiers were once paid in little amounts of this now abundant compound, this
simple molecule has caused wars, but has also fueled peace,
in the 1930s Gandhi led the non-violent salt march which eventually culminated
in a country’s independence- let the salt from their hurtful words set you free

let it accumulate in your veins and do not let it leak
use it to your advantage, expel it with such force your oppressors are blown away,
left in disbelief.

expel this sodium chloride not through the passive tears in your eyes but
through sweat, do not fear the night because the sun does shine for you as
it burns and boils to enable the wetting of your armpits, as unappealing as that seems
it is easy to cry but it is much harder to perspire, inspire, and achieve

it is a fact, that the percentage of salt in the human blood is the same
as it was in sea water when the earliest life on earth was developing, bleed
expel the salt not through blood from the cuts on your wrist but from
the blisters on your hands and the calluses on your feet as you toil away to succeed

did you know that salt is readily soluble in water? that it dissociates into ions in the sea?
and did you know it does the same in our bodies? these ions aid in transmitting your
thoughts from neuron to neuron, allow them to carry your energy as electricity
through wires that run up and down and through every nerve in your body,

and did you know that sodium chloride is often used to preserve?
maybe this is why bullies sprinkle this on their words before firing them out
a cruel additive, but you know better than to let them win.

doctors say to limit salt intake. high blood pressure, heart attacks,
but i say to hell with that, life will throw it in your face, it will blur your eyes but
you cannot expel until you have enough, so let it build up

it is a fact that, when drilling through loose sand, salt is added for stability
let the salinity of their curse stabilize your heartbeat and bring you peace

do not let yourself be the doormat upon which they place their footprints
and heavy emotional baggage, a doormat is not made to bear burdens,
but to welcome– so invite them in,
and let the salt pile up.”